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Translation and Meaning

New Series, Vol. 1


Edited By Barbara Lewandowska-Tomaszczyk, Marcel Thelen, Gys-Walt van Egdom, Dirk Verbeeck and Łukasz Bogucki

This book contains a selection of articles on new developments in translation and interpreting studies. It offers a wealth of new and innovative approaches to the didactics of translation and interpreting that may well change the way in which translators and interpreters are trained. They include such issues of current debate as assessment methods and criteria, assessment of competences, graduate employability, placements, skills labs, the perceived skills gap between training and profession, the teaching of terminology, and curriculum design. The authors are experts in their fields from renowned universities in Europe, Africa and North-America. The book will be an indispensable help for trainers and researchers, but may also be of interest to translators and interpreters.
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Researching and Teaching the Translatability of Neologisms


Over the past decades, English has become the predominant language for the transfer of specialized knowledge, which conditions the creation of new lexical units in other codes. This conditioning can result in terminological dependency, a linguistic phenomenon arising from a unidirectional transfer of specialized denominations between two languages. (Ibáñez Sánchez, Miguel and Joaquin García Palacios 2014:107).

Abstract: Nowadays, in most scientific domains, neology creation takes place first and foremost in English. In this contribution we discuss some primary neologisms that were coined in English by specialists in molecular biology. Wanting to gain an insight into how translatable these English neologisms are, we did a unit of understanding (UoU)1 analysis of some scientific publications on recent developments of cognition in the field of molecular biology, more specifically in protein synthesis in eukaryotic cells. We then looked for secondary terms in French and Dutch in publications on the same scientific developments.

We discovered that despite an explicit language and terminology policy in France with a tradition in making deliberate efforts to create genuine French neologisms for all phenomena, in recent years French-speaking molecular biologists borrowed and incorporated more and more English neologisms. In the Dutch-speaking world such language policy is absent and English loan terms are customary.

Two case studies are presented here and discussed from a translator’s educational perspective. The first case study deals with how translators into French or Dutch as well as French-speaking and Dutch-speaking text...

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